In attempting to create a lesson plan that may be utilized in both block and non-block schedules, we have designed class activities into 45 minute sessions.
Session 1: Video Vignette
Include:
□ Scenario (such as Poodle),
□ DNA Banding Discussion
Questions such as:
□ What is DNA?
□ Why does it run through the gel like that?
□ What causes the banding pattern? Background Powerpoint
Include:
□ DNA Structure
□ Bonding
Create a student version that will include illustrations, while continuing to expect that students take notes.
Session 2: DNA Modeling
□ Students construct DNA molecules (We have a handout for this activity, we are approaching the teacher who created it regarding its use)
Session 3: Restriction Enzyme Information We are exploring what form we want this to take:
□ Teacher Lecture
□ Lab Demonstration Video Return to the Introductory Scenario What would you do?
□ Design the process (teacher guided-student led)
Session 4: Restriction Enzyme Cutting
□ Pipetting Activity built into the RE Cut Procedure Question and Answer Handout
□ To be completed as students participate in the laboratory exercise
□ Draft attached
Session 5: Load and Run Gels Understanding the System Question and Answer
Example Questions:
□ Why do we dye the gel?
□ Voltage? Dye Gel
□ If on the block schedule, all hours could dye the previous class’s gels
□ For example, while 3rd hour is running their gel, they could also be dying 1st hour’s gels.
Session 6: Dye Gels (if Session 5 and 6 are not “blocked” together) Enrichment (Time Permitting)
□ Real Life Examples
□ Current Events
Session 7: Examine Results
□ Draw Conclusions
□ Apply to Scenario Discussion of PCR
□ What happens if our sample is too small?
□ Links to Replication
Procedure Q and A
DRAFT
|| Procedure:
1. Before beginning be sure to glove your hands and don safety glasses.
2. Have a properly prepared gel box as described in earlier protocols
3. In a microtube rack place:
Sample DNA
Microtubes containing suspect DNA Microtubes containing crime scene DNA
Microtubes containing DNA ladder
Microtubes containing Loading Dye
6 empty microtubes
4. Using a permanent marker label 5 microtubes as follows: suspect A, suspect B, suspect C, suspect D, and crime scene. Label the microtube containing the DNA ladder as well.
5. Using a 0.5-10 uL micropipetter with a 0.5-10 μL micropipetter tip
place 5 uL of loading dye in each of the five tubes marked for DNA. In the microtube containing the ladder add only 3 uL of loading dye.
To save time and tips it is not imperative to change tips between tubes at this point.
6. Using a fresh tip, transfer 10 uL of suspect A DNA into the corresponding microtube containing the loading dye. Repeat this step with the remaining 4 suspect DNA samples.
Be sure to change tips between each suspect sample. We don’t want to mix DNA!
Helpful Hint: When adding the DNA to the loading dye it is important to mix the two solutions together. This can be achieved by pipetting the combined solution up and down 3 times.
7. Using a fresh tip load 3 uL of λ DNA ladder into the tube marked for the ladder. Be sure to mix the DNA with the loading dye by using the above technique.
||
|| Discussion Questions:
□Correlate Questions to steps of the protocol □ Ask that the students be able to explain the why and how of the process:
Explain why we . . .
What is the purpose of . . .
How do we . . .
Why is it necessary to . . .
||
|| Standards Addressed:
||
||
From a DNA standpoint, why is it necessary to wear gloves during this laboratory activity?
||
||
Diagram and label a gel box . . .
||
DRAFT
In attempting to create a lesson plan that may be utilized in both block and non-block schedules, we have designed class activities into 45 minute sessions.
Session 1:
Video Vignette
Include:
□ Scenario (such as Poodle),
□ DNA Banding
Discussion
Questions such as:
□ What is DNA?
□ Why does it run through the gel like that?
□ What causes the banding pattern?
Background Powerpoint
Include:
□ DNA Structure
□ Bonding
Create a student version that will include illustrations, while continuing to expect that students take notes.
Session 2:
DNA Modeling
□ Students construct DNA molecules
(We have a handout for this activity, we are approaching the teacher who created it regarding its use)
Session 3:
Restriction Enzyme Information
We are exploring what form we want this to take:
□ Teacher Lecture
□ Lab Demonstration Video
Return to the Introductory Scenario
What would you do?
□ Design the process (teacher guided-student led)
Session 4:
Restriction Enzyme Cutting
□ Pipetting Activity built into the RE Cut
Procedure Question and Answer Handout
□ To be completed as students participate in the laboratory exercise
□ Draft attached
Session 5:
Load and Run Gels
Understanding the System Question and Answer
Example Questions:
□ Why do we dye the gel?
□ Voltage?
Dye Gel
□ If on the block schedule, all hours could dye the previous class’s gels
□ For example, while 3rd hour is running their gel, they could also be dying 1st hour’s gels.
Session 6:
Dye Gels (if Session 5 and 6 are not “blocked” together)
Enrichment (Time Permitting)
□ Real Life Examples
□ Current Events
Session 7:
Examine Results
□ Draw Conclusions
□ Apply to Scenario
Discussion of PCR
□ What happens if our sample is too small?
□ Links to Replication
Procedure Q and A
DRAFT
||
Procedure:
1. Before beginning be sure to glove your hands and don safety glasses.
2. Have a properly prepared gel box as described in earlier protocols
3. In a microtube rack place:
4. Using a permanent marker label 5 microtubes as follows: suspect A, suspect B, suspect C, suspect D, and crime scene. Label the microtube containing the DNA ladder as well.
5. Using a 0.5-10 uL micropipetter with a 0.5-10 μL micropipetter tip
place 5 uL of loading dye in each of the five tubes marked for DNA. In the microtube containing the ladder add only 3 uL of loading dye.
To save time and tips it is not imperative to change tips between tubes at this point.
6. Using a fresh tip, transfer 10 uL of suspect A DNA into the corresponding microtube containing the loading dye. Repeat this step with the remaining 4 suspect DNA samples.
Be sure to change tips between each suspect sample. We don’t want to mix DNA!
Helpful Hint: When adding the DNA to the loading dye it is important to mix the two solutions together. This can be achieved by pipetting the combined solution up and down 3 times.
7. Using a fresh tip load 3 uL of λ DNA ladder into the tube marked for the ladder. Be sure to mix the DNA with the loading dye by using the above technique.
||
||
Discussion Questions:
□ Correlate Questions to steps of the protocol
□ Ask that the students be able to explain the why and how of the process:
||
||
Standards Addressed:
||
||
From a DNA standpoint, why is it necessary to wear gloves during this laboratory activity?
||
||
Diagram and label a gel box . . .
||